students recalling key formulae as this will no longer be provided within a formula sheet. Many of the key resources that have been recommended have a lot to offer in terms of Scheme of work and new materials for a new GCSE.


Mastery – an approach to mathematics teaching and learning


Everyone seems to be talking about ‘mastery’! The principles and content are to be found in Asian countries such as Japan, China, Singapore and South Korea, where OECD discovered that students at age 15 were up to three years’ ahead of their English counterparts.


Whilst the approach to maths teaching in England has been about individualised learning plans and differentiated resources, the mastery approach strives to take the majority of learners through the topics at the same rate. Individual support is offered within this framework. The teachers go with the view that all learners are capable of achieving high standards.


The detailed curriculum and planning is mapped out by experts for teachers at all levels of experience to follow. Each fundamental skill must be mastered through small, sequenced steps before moving on to the next stage. At all stages, the emphasis is on deep conceptual knowledge, problem solving skills and making links and connections. High quality text books are a feature, along with precise, relevant questioning. Differentiation occurs through the individualised approach to questioning and intervention. Multiplication tables and other mental calculations are mastered early and thoroughly.


For further details, NCETM has produced an information leaflet2. For teachers in the post 16 sector, attempting to engage with the often disaffected learners who achieved grade D or below in year 11, this approach might seem a million miles from reality. Multiplication tables will have been learned (or not) years before. Bad habits, short cuts to answers (moving decimal points!) and sometimes a fundamental lack of understanding of maths, coupled with a linear curriculum approach and a large helping of maths hatred follow some of the learners into our classrooms. Here are some suggestions for utilising elements of a mastery approach:


1. Make use of short energisers at the beginning and during the sessions to practise or reinforce mental calculations and tables.


2.


Take a ‘growth mindset’3 approach at all times – believe and show that you believe all your learners are capable of achieving great maths.


2 https://www.ncetm.org.uk/public/files/19990433/Developing_mastery_in_mathematics_october_2014.pdf 3 http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en


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